Incorporate the Learner Profile into the evaluation - in criterion F this helps give the level. The moderators are looking for justification for Criterion F. MG will ask for samples for this and also in general for the OCC.
Design and Plan
Where does script and storyboard go? Question on the plan and the design / story board and the script
MYP and the copyright
Where are the examples? Lacking standard to aim for and need exemplars on the OCC.
Hong Kong school have good examples
The IB is hot on copyright issues. There is a form that says the work is there and the work is authentic. Academic policy.
School submits the work to non-exclusive worldwide licence to use this licence. Page 38 of the technology guide.
Principles into Practice Guide: Inquiry process page 21.
Discussion: How do schools approach inquiry?
BCIS - workshops to understand it as teachers. Our subjects ask for this. Do we do it intuitively or strategies. Something that happens throughout the classes - allow students to ask the questions and have to struggle to get the answers. Framework to allow them to work with the design cycle.
Suggestions/Observations
Look back at the PYP Inquiry cycle - quite relevant and revisit - how can we relate this to the new cycle.
Part of the unit planner in the PYP - questions from students and also teachers. There is no box where we have to put the students' questions.
Ownership of the product.
Brain storm their questions; what is their awareness and understanding, reflection and the action. It is with generating ideas, planning and in the workshop using the design cycle in a backwards and forwards way.
Balance as a teacher - if you stand back and let them inquire - but without enough guidance they don't produce
Cooking - opportunities to chose as a group. Cooking - choose whatever they wanted and became problematic. Homeroom now select from possibilities
ESL students are problematic...some guidance and some prompting required.
Record and get evidence of the production - limitations on languages. What is acceptable in terms of presenting. An: every phase to evaluate and at the end to reflect. You can structure and scaffold to prompt them to reflect. Can be simplistic in Years 1 - 3 - give them the skill to reflect. Often we internalize and we don't articulate. Many ways and forms - images, pictures. Really emphasis that there are strengths and weaknesses - not just the positives! This can be an issue with Asian students.
ATL reports. Performance of the design cycle and connect to the ATLs; Guiding questions to do a review and use the review to make a common reflection. Create part - talk about their weaknesses and sort help and this helps them to identify problems/skills deficit. So many opportunities throughout the cycle. A skill to reflect.
Shouldn't be working our own - should be a whole school approach. Overlap - eg investigate stage in other subject areas such as Humanities with the investigation stage and how we can support/transfer. For example, get the other subject to do the other part for them - eg English - one document and marked on both Eng and Tech criterion.
Principles into Practice: Student Learning Expectations
Page 23 - 33
For example: relate organization to your planning and managing time in the workshop and could add an extra column in DoC. It is a win-win...thinking about ATL and where they are in relationship with the plan and makes it more real. So DoC relates back to the plan. They could write ATL skills as a prompt - could add to the DoC (Process journal). Exit criterion - must relate back to their plan and make it more meaningful. Eg example of poor or good organizational skills - could lead into F - so each are supporting each other and students getting into good practices.
The Design Cycle
Years 1 - 3: Do you go through the whole cycle. Grade 7 year, Grade 8 No, Grade 6 No at WAB. Do they show evidence of all stages. Grade 6 depends on the project - the goal as Grade 6 teacher is to take through each phase at least twice with one project all the way through. The materials in the workshop - this becomes easier to use the PLAN phase. As we have the same teacher all year and therefore we can teach the students all year round and can deal with the phases.
Do you blend projects - starting with DT and going on to IT: Example: next year - get the same set of students - start with Sketch=up deisgn and plan phase in semester and go to create stage in semester 2. In grade 7, clock and one component they use CAD/CAM so use IT within a DT unit. Grade 6 - 8 - use photoshop is used and therefore can be used in Grade 9 and 10. 2D design in Grade 6 and therefore can be used later.
At times, in Grade 6 ICT - planning doesn't always seem to fit with this. Plan tends to fall by the wayside. First year using computers and s/w as a tool - ahead of creating the product.
BCIS as a start up school - grade 6 and 9 would not be following DC. Follow the ATL. DT they do it....and have the ATL in the 6 and 9. Using Grade 6 as some key things. Can't design if you don't know about the software.
Discussion on 2D and 3D
Whole integration of IT into technology is relevant into the world - such as author-graphic drawing on paper (eg side view). Discussion on 3D, creating author-graphic and experiences with industry standards. Suggestion that students are 'wired' for 3D cannot see in 2D as immersed in game culture. Questioning - 2D objects we are creating so have problems bridging the gap and problems as conceptual level. Kids can see how to take a 3D model from a 2D - using flat material and make into 3D. example: make a model on a flat piece of paper and cut it out. Test to get them to do for other students. The concept os 2D to 3D not about the way the 2D is generated. One strategy is to take things apart to see how these things work - the old fashioned play helps with this but new technologies/ways of play don't allow students to have 'hands on' and therefore not developing the skills as they did.
WAB example: Grade 6 - Sketch-up - and creating a room within the school; touched on the design (using a worksheet) - it wasn't evaluate 4 different choices. Needed to teach the software and so D & P went by the wayside.
Principles into Practice: AOIs
Relate to ATLs
lynch pin between subjects/horizontally and vertically
Collaborations-
Communication - eg ideas
Evaluation - reflection
Thinking
transferability
Social/Env:
Product making, health, use of the product, dispose of product and relate to the environment
Human Ingenuity:
By far the hardest as one of the AOIs - why? They have to understand - system, communication, history, context, ethics, moral, consequences. It's not just the create. There is so much more.
Website: Story of stuff - how products are created - market, post production good introduction. iPod is the start - implications and www.storyofstuff.com
Technology perspective of the AOI
Activity for students: could choose any project and link to AOI. Example mobile phone: students see from lens of different AOI. Radiation vs community....so start with HI. Example: movement - pre-knowledge mind map - movement through HI - compose a question manmade movements, natural movements, thinking the core of HI - mindmaps went into consequences. Example: Biomimicary (biometric design - so many human products from natural - cyclic and systemic process. http://www.biomimicryinstitute.org/ natural patterns design leaf, terminate mounds. Janine Benyus TEDTalks 4/5/07 23 minute '12 Sustainable Design Ideas from Nature'
Sharing of Resources/Ideas
MYP Planner(WAB adaptation)
Micheala presented the WAB MYP unit planner
Guidance for ICT and DT on pages 22 and 23 in MYP Technology
Useful for moderation
Notes from Job Alike (March 6th 2009)
Table of Contents
Learner Profile
Incorporate the Learner Profile into the evaluation - in criterion F this helps give the level. The moderators are looking for justification for Criterion F. MG will ask for samples for this and also in general for the OCC.Design and Plan
Where does script and storyboard go? Question on the plan and the design / story board and the scriptMYP and the copyright
Where are the examples? Lacking standard to aim for and need exemplars on the OCC.Hong Kong school have good examples
The IB is hot on copyright issues. There is a form that says the work is there and the work is authentic. Academic policy.
School submits the work to non-exclusive worldwide licence to use this licence. Page 38 of the technology guide.
Principles into Practice Guide: Inquiry process page 21.
Discussion: How do schools approach inquiry?BCIS - workshops to understand it as teachers. Our subjects ask for this. Do we do it intuitively or strategies. Something that happens throughout the classes - allow students to ask the questions and have to struggle to get the answers. Framework to allow them to work with the design cycle.
Suggestions/Observations
Principles into Practice: Student Learning Expectations
Page 23 - 33For example: relate organization to your planning and managing time in the workshop and could add an extra column in DoC. It is a win-win...thinking about ATL and where they are in relationship with the plan and makes it more real. So DoC relates back to the plan. They could write ATL skills as a prompt - could add to the DoC (Process journal). Exit criterion - must relate back to their plan and make it more meaningful. Eg example of poor or good organizational skills - could lead into F - so each are supporting each other and students getting into good practices.
The Design Cycle
Years 1 - 3: Do you go through the whole cycle. Grade 7 year, Grade 8 No, Grade 6 No at WAB. Do they show evidence of all stages. Grade 6 depends on the project - the goal as Grade 6 teacher is to take through each phase at least twice with one project all the way through. The materials in the workshop - this becomes easier to use the PLAN phase. As we have the same teacher all year and therefore we can teach the students all year round and can deal with the phases.Do you blend projects - starting with DT and going on to IT: Example: next year - get the same set of students - start with Sketch=up deisgn and plan phase in semester and go to create stage in semester 2. In grade 7, clock and one component they use CAD/CAM so use IT within a DT unit. Grade 6 - 8 - use photoshop is used and therefore can be used in Grade 9 and 10. 2D design in Grade 6 and therefore can be used later.
At times, in Grade 6 ICT - planning doesn't always seem to fit with this. Plan tends to fall by the wayside. First year using computers and s/w as a tool - ahead of creating the product.
BCIS as a start up school - grade 6 and 9 would not be following DC. Follow the ATL. DT they do it....and have the ATL in the 6 and 9. Using Grade 6 as some key things. Can't design if you don't know about the software.
Discussion on 2D and 3D
Whole integration of IT into technology is relevant into the world - such as author-graphic drawing on paper (eg side view). Discussion on 3D, creating author-graphic and experiences with industry standards. Suggestion that students are 'wired' for 3D cannot see in 2D as immersed in game culture. Questioning - 2D objects we are creating so have problems bridging the gap and problems as conceptual level. Kids can see how to take a 3D model from a 2D - using flat material and make into 3D. example: make a model on a flat piece of paper and cut it out. Test to get them to do for other students. The concept os 2D to 3D not about the way the 2D is generated. One strategy is to take things apart to see how these things work - the old fashioned play helps with this but new technologies/ways of play don't allow students to have 'hands on' and therefore not developing the skills as they did.WAB example: Grade 6 - Sketch-up - and creating a room within the school; touched on the design (using a worksheet) - it wasn't evaluate 4 different choices. Needed to teach the software and so D & P went by the wayside.
Principles into Practice: AOIs
Relate to ATLs
lynch pin between subjects/horizontally and verticallyCollaborations-
Communication - eg ideas
Evaluation - reflection
Thinking
transferability
Social/Env:
Product making, health, use of the product, dispose of product and relate to the environmentHuman Ingenuity:
By far the hardest as one of the AOIs - why? They have to understand - system, communication, history, context, ethics, moral, consequences. It's not just the create. There is so much more.Website: Story of stuff - how products are created - market, post production good introduction. iPod is the start - implications and www.storyofstuff.com
Technology perspective of the AOI
Activity for students: could choose any project and link to AOI.Example mobile phone: students see from lens of different AOI. Radiation vs community....so start with HI.
Example: movement - pre-knowledge mind map - movement through HI - compose a question manmade movements, natural movements, thinking the core of HI - mindmaps went into consequences.
Example: Biomimicary (biometric design - so many human products from natural - cyclic and systemic process. http://www.biomimicryinstitute.org/ natural patterns design leaf, terminate mounds. Janine Benyus TEDTalks 4/5/07 23 minute '12 Sustainable Design Ideas from Nature'
Sharing of Resources/Ideas
MYP Planner(WAB adaptation)
Micheala presented the WAB MYP unit plannerGuidance for ICT and DT on pages 22 and 23 in MYP Technology
Useful for moderation